Teacher Well-being in Teacher Education: Evaluation of a Positive Psychology-based Intervention for EFL Instructors

Esra Kahraman; Paşa Tevfik Cephe

doi:10.35207/later.1892557

Teacher Well-being in Teacher Education: Evaluation of a Positive Psychology-based Intervention for EFL Instructors

Abstract

This study examines the impact of a positive psychology–based intervention on the subjective and professional well-being of English as a Foreign Language (EFL) instructors in the setting of higher education. Institutional restrictions and a structured experimental design with randomized group allocation divided 32 instructors from a university English Language Preparatory Program in Türkiye into experimental (n = 10) and control (n = 22) groups. The experimental condition was characterized by a seven-week intervention based on Seligman’s PERMA framework (2011). Data were collected using the PERMA Profiler and the Workplace PERMA Profiler as pre- and post-test measures. There were no significant between-group differences in subjective and professional well-being as determined by the statistical analyses. Even so, small effect sizes were identified for the selected PERMA dimensions, which may indicate that the trends did not progress to significance, as the intervention was brief and the sample size was small. These results provide important insight for teacher education, demonstrating the experimental evidence concerning the boundary conditions of short-term well-being interventions and calling for a longer-term, context-specific, and institutionally supported approach to teacher well-being. The current study deepens theoretical understanding of the conditions under which well-being interventions function in complex institutional environments. By providing rare experimental evidence and transparently reporting null results, this research advances a more ecologically grounded perspective on teacher well-being and helps shape the development of longer-term interventions in teacher education. The findings call into question the standalone effectiveness of short-term positive psychology interventions, suggesting that without structural support, their contribution to teachers’ well-being may remain partial and transient.

Keywords

Supporting Institution

The author(s) received no financial support for the research, authorship, and/or publication of this article.

Ethical Statement

The study was reviewed by the Gazi University Institute of Educational Sciences Research and Publication Ethics Committee, and an ethics committee approval certificate dated 28.10.2024 and numbered 2024-1590 was issued. We hereby declare that the study does not involve any unethical issues and that research and publication ethics have been strictly observed.

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Details

Primary Language

English

Subjects

Applied Linguistics and Educational Linguistics

Journal Section

Research Article

Authors

Esra Kahraman ^*
0000-0003-0498-4134
Türkiye

Paşa Tevfik Cephe
0000-0002-4245-8648
Türkiye

Publication Date

May 5, 2026

Submission Date

February 18, 2026

Acceptance Date

April 23, 2026

Published in Issue

Year 2026 Volume: 9 Number: 1

DOI

https://doi.org/10.35207/later.1892557

IZ

https://izlik.org/JA87KU94YZ

Cite

RIS / Bibtex

APA

Kahraman, E., & Cephe, P. T. (2026). Teacher Well-being in Teacher Education: Evaluation of a Positive Psychology-based Intervention for EFL Instructors. Language Teaching and Educational Research, 9(1). https://doi.org/10.35207/later.1892557

AMA

1.Kahraman E, Cephe PT. Teacher Well-being in Teacher Education: Evaluation of a Positive Psychology-based Intervention for EFL Instructors. LATER. 2026;9(1). doi:10.35207/later.1892557

Chicago

Kahraman, Esra, and Paşa Tevfik Cephe. 2026. “Teacher Well-Being in Teacher Education: Evaluation of a Positive Psychology-Based Intervention for EFL Instructors”. Language Teaching and Educational Research 9 (1). https://doi.org/10.35207/later.1892557.

EndNote

Kahraman E, Cephe PT (May 1, 2026) Teacher Well-being in Teacher Education: Evaluation of a Positive Psychology-based Intervention for EFL Instructors. Language Teaching and Educational Research 9 1

IEEE

[1]E. Kahraman and P. T. Cephe, “Teacher Well-being in Teacher Education: Evaluation of a Positive Psychology-based Intervention for EFL Instructors”, LATER, vol. 9, no. 1, May 2026, doi: 10.35207/later.1892557.

ISNAD

Kahraman, Esra - Cephe, Paşa Tevfik. “Teacher Well-Being in Teacher Education: Evaluation of a Positive Psychology-Based Intervention for EFL Instructors”. Language Teaching and Educational Research 9/1 (May 1, 2026). https://doi.org/10.35207/later.1892557.

JAMA

1.Kahraman E, Cephe PT. Teacher Well-being in Teacher Education: Evaluation of a Positive Psychology-based Intervention for EFL Instructors. LATER. 2026;9. doi:10.35207/later.1892557.

MLA

Kahraman, Esra, and Paşa Tevfik Cephe. “Teacher Well-Being in Teacher Education: Evaluation of a Positive Psychology-Based Intervention for EFL Instructors”. Language Teaching and Educational Research, vol. 9, no. 1, May 2026, doi:10.35207/later.1892557.

Vancouver

1.Esra Kahraman, Paşa Tevfik Cephe. Teacher Well-being in Teacher Education: Evaluation of a Positive Psychology-based Intervention for EFL Instructors. LATER. 2026 May 1;9(1). doi:10.35207/later.1892557